Sixth+Grade

Sixth Grade
Place date before each entry under each question. 9/2 We are currrently on pace with the district guide. 9/9 We are currently on pace with the district guide. 9/16 We are currently on pace with the district guide. 9/23 We are currently on pace with the district guide. 9/2 98% passing rate on 1st assessment (safety). 9/9 98.7% passing rate on 2nd assessment (science tools). 9/16 100% passing rate on Metric Measurement Performance Assessment. Students who needed additional help worked with peers and teachers to master measurement skills. 9/23 95% PASSING RATE! on Metric measurement quiz. The weakness we noticed was students using customary units for voume and mass. 9/2 oral adminstration of safety quiz to general students, honors students created a multi-framed cartoon to illustrate a safety rule while general science worked in small groups to create a safety poster demonstrating a safety rule. 9/9 oral admin of science tools quiz with word bank for general students.No word bank for honors. Varied products for "Cat" classification. 9/16 Activities were varied depending on students level of mastery using measurement tools. 9/23 Differentiated actvities this week included a review of the base units used for each metric measurement. 9/2 Identify and list tools, speculate and predict the name and use of science tool, generalize the process skills used in warmup lesson, classified objects into dichotomous groups, created if ...then statements for use of science tools. 9/9 Observe, identify, describe, explain, classify, apply a principle (warm-up). 9/16 Distinguish and Apply tools used to measure lenght, volume, mass, and temperature in metrics. Differentiate between an observation and an inference. Others include: identify, explain, generalize, scan, match, list, and name. 9/23 Created if.... then statements for measurement, distinguished between customary and metric units, distinguished between observation and inference, evaluated data to determine appropriate graph, and communicated results by created the graph, sequenced steps of the scientific method. 9/2 created if ...then statements for use of science tools, generalize the process skills used in warmup lesson 9/9 Hypothesize, reason, and infer 9/16 Infer, define, compare/contrast, apply, differentiate 9/23 measure, analyze, explain and defend, create, evaluate, recall 9/2 Perhaps a letter from the principal and/or concerning changes in Parent Portal would have been a good idea. 9/9 Overlapping meetings/conferences during grade level content planning on Thursdays. If we must have content meetings each week and provide a POV, then this meeting needs to be put above all others. 9/16 Volwes and Boyle appreciate the additional desktops added to their classrooms. Any additional technology is appreciated. We would love to have an infared camera to help with our study of animals. 9/23 Looking forward to analyzing our MAP data next week so we can better meet the needs of our students.
 * Where are you on your long-range plans, pacing, and content standards?
 * After the analysis of nine weeks tests and grades, how will you address student strengths and weaknesses?
 * How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction?
 * Where did this week’s learning goals fall within Bloom’s Taxonomy?
 * In looking at your last assessment (formative/summative), identify the level of Bloom’s utilized within the assessment.
 * Comments ~ Concerns ~ Needs (resources)

Teachers in attendance: 9/2 Lomas (left early for IEP), Boyle, Vowles, Ellisor 9/9 Lomas(came late due to conference with SpEd), Boyle, Vowles (left early to meet with admin.), Ellisor 9/16 Lomas, Boyle, Vowles, Ellisor 9/23 Lomas, Boyle, Ellisor, Vowles